Department of Psychology BRIGHAM YOUNG UNIVERSITY-IDAHO

Department of Psychology
BRIGHAM YOUNG UNIVERSITY-IDAHO
Assessments Utilized for Outcome Data
Indirect Measures
Psychology Department Exit
Survey Winter and Spring
2014 N=58
Culture and Gender Class
Evaluation Fall 2014 N=50
Direct Measures
Psychology Field Test Fall
2012-Spring 2014 N=209
Alumni Survey 2014
N=225
Research and Creative
Works Conference Rubrics
Fall 2013-Winter 2014
N=23
Critical Thinking
Assessment Fall 2014
N=11
University Sources
Grade Reports
Departmental Report Card
Other Data Systems
General Program Outcomes for
All Bachelor’s Degrees in Psychology
B.S. in Psychology with a General emphasis
B.S. in Psychology with an Industrial/Organizational emphasis
B.S. in Psychology with a Health Psychology emphasis (to begin Fall 2015)
General Statistics for the Department
Number of declared psychology majors (Feb 2015)
1091
General Psychology Emphasis
969
Industrial/Organizational Emphasis
122
Health Psychology Emphasis (intending to declare in the fall)
116
Number of students declaring a psychology minor, cluster or
concentration
206
Number of full-time faculty
9
Number of visiting faculty
2
Number of adjuncts currently teaching
5
Number of online adjuncts currently teaching
12
Staff
Faculty
Students
Overall Performance on Outcomes for
All Programs
Program Outcome 1
Content Knowledge
Program Outcome 2
Research Methods
Program Outcome 3
Critical Thinking
Program Outcome 4*
Applying Psychology
Program Outcome 5
Values in Psychology
Program Outcome 6*
Information Literacy
Program Outcome 7*
Communication Skills
Program Outcome 8
Cultural Awareness
Distinguished
Proficient
Developing
Unsatisfactory
Sum
40%
36%
21%
4%
100%
26%
52%
21%
1%
100%
54%
39%
7%
0%
100%
46%
49%
5%
0%
100%
44%
52%
1%
3%
100%
36%
53%
12%
0%
100%
46%
46%
8%
0%
100%
64%
29%
3%
4%
100%
Performance on Outcomes for
General Emphasis
Specific Outcome 1
Employment
Specific Outcome 2
Further Training
Distinguished
Proficient
Developing
Unsatisfactory
Sum
53%
28%
16%
4%
100%
44%
22%
26%
8%
100%
Performance on Outcomes for
I/O Emphasis
Specific Outcome 1*
Employment
Specific Outcome 2*
Further Training
Specific Outcome 3
Common Experience
Specific Outcome 4
Research Methods
Specific Outcome 5
Critical Thinking
Specific Outcome 6
Different Worldviews
Specific Outcome 7
Technology Use
Distinguished
Proficient
Developing
Unsatisfactory
Sum
53%
28%
16%
4%
100%
44%
22%
26%
8%
100%
N/A
N/A
N/A
N/A
100%
40%
38%
23%
0%
100%
N/A
N/A
N/A
N/A
100%
N/A
N/A
N/A
N/A
100%
N/A
N/A
N/A
N/A
100%
General Program Outcome 1
Students will demonstrate familiarity with major
psychological concepts, theoretical perspectives, empirical
findings and historical trends in psychology. [University
Outcome-Skilled Professional]
Source: Psychology Field Test
All Students
Distinguished-Above 75th
percentile
40%
Proficient- 50th to 75Th
percentile
33%
Developing=25th to 50th
percentile
18%
Unsatisfactory=Below
percentile
25th
8%
N=209
DISTINGUISHED
PROFICIENT
DEVELOPING
UNSATISFACTORY
Source: Psychology Field Test
Field Test Score Comparisons-General Emphasis
and I/O Emphasis
200
180
160
165.2
164.2
140
120
100
80
60
40
20
0
Total
General Emphasis
General=173 I/O=35
I/O Emphasis
Source: Psychology Field Test
Field Test Score Comparisons-Subscales
General Emphasis and I/O Emphasis
70
60
63.5
62.7
64.9
61.7
63.8
63.4
62.8
54.8
50
40
30
20
10
0
Learning Cognition Memory
Perception,Sensation, Physiology
General Emphasis
General=173 I/O=35
Clinical Abnormal Personality*
I/O Emphasis
Developmental Social
Source: Psychology Field Test
Field Test Score Comparisons-Assessment Indicators
General Emphasis to I/O Emphasis
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
53%
53%
61%
57%
62%
General Emphasis
General=173 I/O=35
72%
67%
58%
I/O Emphasis
54%
73%
Source: Psychology Field Test
Field Test Score Comparisons-Total
200
180
160
165
155.8
155
140
120
100
80
60
40
20
0
Total
BYUI Average
Student Average
Institutional Average
Source: Psychology Field Test
Field Test Score Comparisons-Subscales
64
63
55
53.7
LEARNING COGNITION MEMORY
64
62
55.9
54.8
56.3
55.5
PERCEPTION,SENSATION, PHYSIOLOGY CLINICAL ABNORMAL PERSONALITY
BYUI Average
Student Average
Institutional Average
55.4
54.2
DEVELOPMENTAL SOCIAL
Source: Psychology Field Test
Field Test Score Comparisons-Assessment Indicators
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
60%
53%
43.60%
65% 62.20%
61%
48.70%
BYUI Average
50.90%
Institutional Average
72%
58.70%
Source: Exit Survey Item
“I built a good knowledge base in psychology.”
Distinguished=Strongly
Agree
62%
Proficient=Agree
Developing=Not sure or
Disagree
54%
38%
36%
Unsatisfactory=Strongly
Disagree
8%
General Emphasis N=45
I/O Emphasis
N=13
8%
0%
DISTINGUISHED
PROFICIENT
DEVELOPING
General
I/O
0%
UNSATISFACTORY
Conclusions Regarding General Program
Outcome 1
This is where the department is strongest. Students are leaving with a decent
understanding of psychology that generally exceeds those of students at other
institutions. This conclusion is reinforced by the observation that I/O majors
perform more poorly in the abnormal sections. This is to be expected as I/O
majors do not generally take the Abnormal Psychology class. Overall, we feel
good about the basic instruction being provided.
Plans: We will continue to maintain our achievement in this area.
General Program Outcome 2
(and Specific Outcome 4 for I/O Emphasis)
Students will apply and understand basic research methods
in psychology including research design, data analysis, and
interpretation [University Outcome-Skilled Professional]
Source: RCW Judge’s Rubric
Ratings of the Research and Creative Works
Conference (Fall 2013-Winter 2014)
Distinguished =75% to
100%
65%
Proficient = 50%-75%
Developing = 25% - 50%
Unsatisfactory = Less
than 25%
30%
N=23
DISTINGUISHED
PROFICIENT
4%
0%
DEVELOPING
UNSATISFACTORY
Source: Psychology Field Test
Methods and Measurement
Field Test Results*
70.5
62.9
GENERAL
I/O
Source: Psychology Field Test
Methods and Measurement
Field Test Results-Institutional Comparison
64.1
54.2
BYUI
INSTITUTIONS
Source: Exit Survey Item:
“I have a good understanding of research
methods in psychology.”
Distinguished=Strongly
Agree
70%
Proficient=Agree
Developing=Not sure or
Disagree
46%
31%
Unsatisfactory=Strongly
Disagree
23%
15%
13%
2%
General Emphasis N=46
I/O Emphasis
N=13
DISTINGUISHED
PROFICIENT
DEVELOPING
General
I/O
0%
UNSATISFACTORY
Conclusions Regarding General
Outcome 2
Our students continue to do well on this section of the Field Test with I/O majors
outscoring the General Emphasis majors. This is to be expected given that the I/O
emphasis places a greater emphasis on methodology. These students generally
conduct at least two research studies and are required to take Psychological
Assessment. Such content exposure improves the performance of these majors in
these areas.
One area of apparent weakness is in the application of these principles. Our students
do well for the expertise they possess, but it would seem that the quality of research
studies conducted by students could be improved.
PLAN: Review the Psychology 485 class and ensure that criteria for research is where it
needs to be. Provide extra assistance and mentoring to students as they prepare for
and conduct these studies.
General Program Outcome 3
Students will respect and use critical thinking, rigorous
inquiry, and, when possible, the scientific approach within a
gospel framework to solve problems related to behavior and
mental processes. [University Outcome-Lifelong Learner,
Creative and Critical Thinker]
Source: Exit Survey Winter and Spring 2014
“I developed critical thinking skills in
psychology.”
Distinguished=Strongly
Agree
61%
Proficient=Agree
54%
Developing=Not sure or
Disagree
38%
35%
Unsatisfactory=Strongly
Disagree
8%
4%
General Emphasis N=46
I/O Emphasis
N=13
DISTINGUISHED
PROFICIENT
DEVELOPING
General
I/O
0%
0%
UNSATISFACTORY
Source: Critical Thinking Assessment
Results of Critical Thinking Assessment
Distinguished-Score of
80% or better
Critical Thinking Assessment
Proficient-Score of 60%
to 80%
55%
Developing-Score of
25% to 60%
27%
Unsatisfactory-Score
below 25%
N=11
18%
0%
DISTINGUISHED
PROFICIENT
DEVELOPING
UNSATISFACTORY
Conclusions Regarding General
Outcome 3
Students feel that they are leaving the program with good critical thinking skills.
However, it is premature to draw strong conclusions regarding performance on the
critical thinking test. It was administered to only eleven students for the first time last
semester. However, it does provide a potential source of information regarding
students perceptions of their abilities and their actual abilities.
Plan: Continue to collect data using the Critical Thinking Assessment. If necessary,
strengthen critical thinking instruction in certain key classes.
General Program Outcome 4
Students will understand and apply psychological principles
to personal, social, and organizational issues. Students will
also emerge from courses with realistic ideas about how to
implement their psychological knowledge, skills, and values
in personal, occupational, educational and other settings.
[University Outcome-Skilled Professional]
Source: Exit Survey Item:
“I learned how to apply psychological
principles to solve problems.”
Distinguished=Strongly Agree
54%
Proficient=Agree
46%
46%
48%
Developing=Not sure or
Disagree
Unsatisfactory=Strongly
Disagree
7%
DISTINGUISHED
General Emphasis N=46
I/O Emphasis
N=13
PROFICIENT
0%
DEVELOPING
General
I/O
0%
0%
UNSATISFACTORY
Conclusions Regarding
General Outcome 4
Students generally feel that they have learned to apply psychological principles.
Plan: We need to review this outcome and either discard it or redefine it and
discover a suitable means for directly assessing it.
General Program Outcome 5
Students will be able to weigh evidence, tolerate ambiguity,
act ethically, and reflect values that are the underpinnings
of psychology as a discipline within the framework of the
gospel. [University Outcomes-Engaged Citizen, Disciple
Leader]
Source: Exit Survey Item:
“I established values in psychology that will not conflict with
my understanding of the gospel.”
Distinguished=Strongly Agree
69%
Proficient=Agree
57%
Developing=Not sure or
Disagree
Unsatisfactory=Strongly
Disagree
General Emphasis N=46
I/O Emphasis
N=13
43%
31%
0%
DISTINGUISHED
PROFICIENT
0%
DEVELOPING
General
I/O
0%
0%
UNSATISFACTORY
Source: Exit Survey Item:
“The psychology program helped me gain knowledge that
facilitated my understanding of the gospel.”
Distinguished=Strongly Agree
77%
Proficient=Agree
Developing=Not sure or Disagree
48%
43%
Unsatisfactory=Strongly Disagree
General Emphasis N=46
I/O Emphasis
N=13
15%
9%
DISTINGUISHED
PROFICIENT
General
8%
DEVELOPING
I/O
0%
0%
UNSATISFACTORY
Conclusions Regarding
General Program Outcome 5
Students leaving the program report that their values are intact. Despite the
number of classes where it may be challenging to integrate gospel topics, our
majors report an increase in understanding of the gospel and establishing of
appropriate values.
Plans: We are pleased that the vast majority of our students do not feel the
knowledge they learn in our classes conflicts with their knowledge of the gospel.
We plan to maintain our efforts in this area.
General Program Outcome 6
Students will demonstrate information literacy [University
Outcomes-Skilled Professional, Lifelong Learner]
Source: Exit Survey Item:
“The psychology program helped me develop skills in
accessing information through technology.”
Distinguished=Strongly Agree
54%
Proficient=Agree
Developing=Not sure or
Disagree
46%
38%
35%
Unsatisfactory=Strongly
Disagree
General Emphasis N=46
I/O Emphasis
N=13
15%
11%
0%
DISTINGUISHED
PROFICIENT
DEVELOPING
General
I/O
0%
UNSATISFACTORY
Conclusions Regarding
General Program Outcome 6
Students report overall a good understanding of information literacy. However, it
is probably not sufficient.
Plan: The department will be exploring more direct means of assessing
achievement of this outcome. One possible measure is the Standardized
Assessment of Information Literacy Skills (SAILS) but there are others.
General Program Outcome 7
Students will be able to communicate effectively in a variety
of formats. [University Outcome-Effective Communicators]
Source: Exit Survey Item:
“The psychology program helped me develop
good communication skills.”
Distinguished=Strongly
Agree
50%
Proficient=Agree
48%
38%
Developing=Not sure or
Disagree
31%
31%
Unsatisfactory=Strongly
Disagree
2%
General Emphasis N=46
I/O Emphasis
N=13
DISTINGUISHED
PROFICIENT
DEVELOPING
General
I/O
0%
0%
UNSATISFACTORY
Conclusions Regarding
General Program Outcome 7
Students report overall the development of good communication skills. However, this,
again, is probably not a sufficient measure for this outcome.
Plan: The department, a few years back, developed a writing rubric that faculty who
have writing assignments are using. In addition, we are looking at the development of
a presentation rubric. Both of these direct assessments would be utilized by classes
that have significant writing assignments or presentations. Those classes have
currently been identified and work will be done to ensure that the writing rubric is used
across courses.
General Program Outcome 8
Students will recognize, understand, and respect the
complexity of sociocultural and international diversity.
[University Outcomes-Engaged Citizen, Disciple Leader]
Source: Exit Survey Winter and Spring 2014 Item:
“The psychology program helped me develop an
awareness of issues confronting other cultures.”
Distinguished=Strongly
Agree
Proficient=Agree
54%
46%
43%
Developing=Not sure or
Disagree
31%
23%
Unsatisfactory=Strongly
Disagree
2%
General Emphasis N=46
I/O Emphasis
N=13
DISTINGUISHED
PROFICIENT
DEVELOPING
General
I/O
0%
0%
UNSATISFACTORY
Source: Data from Culture and Gender Class Item:
Combination of two items about values and culture
Distinguished=Strongly
Agree
76%
Proficient=Agree
Developing=Not sure or
Disagree
Unsatisfactory=Strongly
Disagree
N=50
17%
DISTINGUISHED
PROFICIENT
1%
6%
DEVELOPING
UNSATISFACTORY
Conclusions Regarding
General Program Outcome 8
The exit survey item indicates that a majority of students feel more culturally aware
after having gone through the psychology program. In addition, Matthew Whoolery
assesses the students in his Culture and Gender class regarding their feelings towards
values and culture. Nearly all students come out of the class with a greater
understanding and appreciation of cultural differences. On the next page, see some of
the comments students make about their experience in the class.
Plan: We plan to continue offering this course to students, though we will be discussing
as a department a name change for the class as well as some changes in its objectives.
Representative Comments from
Culture and Gender survey
“It has taught me first not to assume, and second, to assess the situation individually. It has taught
me that there are some things I believed was human nature, but it really is just my culture. I keep a
bigger perspective and crave to learn more. I also have learned to have more appreciation for
different cultures and religions.”
“This class was amazing. I think my view has completely changed in that I know that my way of
seeing things is not the only way. There are other cultures and perspectives that have just as much
value as my own.”
“I am more aware of differences in the world. I am more appreciative because I now know that there
are other ways of seeing the world. I find other cultures very interesting and am actually trying to
adopt some new practices into my own life.”
“I have a better understanding of the differences between different cultures. This class has taught me
that it’s more than just a different language that other cultures speak. The way they view the world,
see time, and the things that they value from people and families are different languages in their
own.”
Specific Outcome 1 for General Emphasis,
I/O Emphasis, and Health Psychology Emphasis
Students will be prepared to find employment and to be an
effective employee. [University Outcome-Skilled
Professional]
Source: Alumni Survey 2014
Employment of Psychology Alumni
Distinguished=Employed fulltime,
employed part-time not seeking full
time, full time parent
72%
Proficient=Not employed not seeking
employment
Developing=Part-time employed but
seeking full time employment
Unsatisfactory=Unemployed but
looking for work
16%
7%
N=107
DISTINGUISHED
PROFICIENT
6%
DEVELOPING
UNSATISFACTORY
Source: Exit Survey Winter and Spring 2014 Item:
“I feel prepared to find employment.”
Distinguished=Strongly Agree
70%
Proficient=Agree
54%
Developing=Not sure or
Disagree
Unsatisfactory=Strongly
Disagree
23%
23%
17%
13%
0%
General Emphasis N=46
I/O Emphasis
N=13
DISTINGUISHED
PROFICIENT
General emphasis
DEVELOPING
I/O emphasis
0%
UNSATISFACTORY
Source: Alumni Survey
Areas of Employment
Area of Employment
Percentage of
Respondents
(N=113)
Psychology
21%
Social Work
12%
Education
4%
Business
15%
Full Time Parent
12%
Self Employed
2%
Other
25%
Conclusions Regarding Specific Outcome 1
for the Three Programs
Overall, students who want jobs are eventually finding them. Given that few psychology majors
are able to do high level work with only a bachelor’s degree, a significant number go on to
receive more training. However, comments from the alumni survey do indicate that students
would have liked more direction and guidance with respect to employment.
Plans: One step in addressing this has been the development of the student manual by Richard
Cluff. We are also interested in providing better education for those whose plans don’t include
graduate school. For this reason, a new emphasis is being explored that would help direct
students towards jobs that require only a bachelor’s degree. Future data collection efforts will
attempt to track employment separately for each emphasis.
Specific Outcome 2 for General Emphasis,
I/O Emphasis and Health Psych Emphasis
Students will be prepared for further education and training.
[University Outcome-Skilled Professional]
Source: Lawson, Reisinger & Jordan-Fleming (2012)
Comparison of Department Course Offerings with
Graduate School Preferences
Course
Percentage of programs preferring
their applicants to have this course
Part of BYUI
Psychology
program?
Statistics
92%
Yes
Research Methods
74%
Yes
Abnormal Psychology
41%
Yes
Developmental Psychology
35%
Yes
Personality
28%
Yes
Biopsychology
22%
Yes
Learning
19%
Yes
Social Psychology
18%
Yes
Testing
17%
Yes
Cognitive Psychology
15%
Yes
History of Psychology
8%
Yes
Sensation/Perception
6%
Yes
Source: Alumni Survey 2014
Graduate School Acceptance and Completion
Distinguished=Accepted or
completed grad program
49%
Proficient=Accepted but did
not attend
37%
Developing=Applied and
waiting to hear
Unsatisfactory=Applied but
was not accepted
12%
2%
DISTINGUISHED
N=113
PROFICIENT
DEVELOPING
UNSATISFACTORY
Source: Department Report Card
Students Accepted to Graduate School
52%
48%
45%
47%
46%
46%
42%
40%
36%
35%
40%
37%
32%
28%
28%
Department
2010
2011
College
2012
University
2013
2014
Source: Exit Survey Winter 2014-Spring 2014 Item:
“I believe the psychology program has adequately prepared me
for future education and training in psychology.”
Distinguished=Strongly
Agree
Proficient=Agree
69%
59%
Developing=Not sure or
Disagree
37%
Unsatisfactory=Strongly
Disagree
23%
4%
General Emphasis N=46
I/O Emphasis
N=13
DISTINGUISHED
PROFICIENT
0%
DEVELOPING
General
I/O
0%
8%
UNSATISFACTORY
Source: Department Report Card
Top Five Most Frequently Attended Institutions
for Grad School (as of 2014)
First Ranked
Brigham Young University (32 students)
Second Ranked
Idaho State University (26 students)
Third Ranked
Fourth Ranked
Utah State University (22 students)
University of Utah (12 students)
Fifth Ranked
Gonzaga University (9 students)
Accounts for about 30% of BYUI graduates attending graduate school
Source: Department Report Card
Other Universities Being Attended
Arizona State University
Northwest Nazarene University
Boise State University
Pacific Northwest University
California State University-Fullerton
Santa Clara University
Chicago School of Professional Psychology
University of Oklahoma
Claremont Graduate University
University of Texas-San Antonio
Cornell University
University of Wisconsin-Milwaukee
Florida State University
University of Wyoming
Liberty University
Virginia Commonwealth University
New Mexico State University
Western Carolina University
Graduate Degrees our Students Earned
or are Earning
Master’s Degrees
71%
Ph.D.’s or equivalent
13%
Other
16%
Examples of Graduate Degrees Earned by
Some of our Majors
Community Counseling
Horticulture
General Counseling
Business Administration
Marriage-Family Therapy
Nursing
Law
Special Education
Rehabilitation Counseling
Theatre Production/Stage Management
School Psychology
Religious Studies
Social Work
Podiatric Medicine
Industrial/Organizational Psychology
Health and Human Movement
Medicine
Accounting
Conclusions Regarding Specific
Outcome 2 for the Three Programs
The majority of our students who wish to get into graduate programs are getting
into these programs. Most students are earning master’s degrees primarily at
universities in the western part of the United States.
Plans: However, we still have a need to ensure that students planning on
graduate school start early to prepare for it. The student handbook mentioned
earlier will hopefully provide some impetus for this preparation. We need to
more effectively track students in the other emphases. Additionally, the
development of other emphases will be done with goal of assisting students in
making decisions regarding programs they wish to explore in graduate school.
Specific Outcome 3 for I/O Emphasis
Students will build a common intellectual experience in
Industrial/Organizational by partnering with the following
departments: business, communication, and health sciences.
[University Outcome-Skilled Professional]
Currently, no assessment for this outcome.
Specific Outcome 4 for I/O Emphasis
Students will apply research methods in
Industrial/Organizational psychology including research
design, data analysis, and interpretation to benefit the
Rexburg community. [University Outcome-Skilled
Professional]
Currently, no assessment for this outcome.
Specific Outcome 5 for I/O Emphasis
Students will be able to weigh evidence, understand
worldviews different their own, tolerate ambiguity, act
ethically/morally in Industrial/Organizational psychology
within the framework of the gospel. [University OutcomesEngaged Citizen, Disciple Leader]
Currently, no assessment for this outcome.
Specific Outcome 6 for I/O Emphasis
Students will be able to weigh evidence, understand
worldviews different their own, tolerate ambiguity, act
ethically/morally in Industrial/Organizational psychology
within the framework of the gospel. [University OutcomesEngaged Citizen, Disciple Leader]
Currently, no assessment for this outcome.
Specific Outcome 7 for I/O Emphasis
Students will demonstrate the ability to use technology,
including Excel and SPSS, for many purposes. [University
Outcomes-Skilled Professional, Lifelong Learner]
Currently, no assessment for this outcome.
Specific Outcome 3 for
Health Psychology Emphasis
Students will be able to think critically and use rigorous
inquiry to answer questions regarding behavior and health
within a gospel framework. [University Outcome-Lifelong
Learner, Creative and Critical Thinker]
This program begins Fall 2015.
Other Data of Interest
Source: Department Report Card
Average Instructor Ratings
6.15
6.11
6.08
6.06
6.03
6.06
6.04
6.05
6.02
5.91
5.9
5.88
5.85
5.85
2010
2011
2012
Department
College
2013
University
5.89
2014
Source: Department Report Card
Average Course Ratings
5.75
5.64
5.64
5.5
5.5
2013
2014
5.61
5.59
2010
5.79
5.73
5.63
5.47
5.79
5.76
5.45
5.46
2011
2012
Department
College
University
Conclusions
Instructors and courses overall receive good ratings from students. As
new faculty are hired and as new hires go through the CFS process we will
strive to maintain these standards.
Source: Department Report Card Item:
Would you choose the same major?
Definitely and Probably Yes Combined
85%
81%
77%
76%
70%
2009
80%
75%
79%
76%
72%
81%
77%
75%
79%
75%
75%
2013
2014
69%
2010
2011
Psychology
2012
College
University
Conclusions
Our numbers are in line with the entire university. To assist students in these
important decisions, the student manual developed by Richard Cluff is now
distribute to all new psychology majors and is available on our website. The
purpose to provide students, early on, direction and guidance regarding the
discipline, graduate school and careers.
Source: Department Report Card
Average Number of Credits at Graduation
136.2
136.68
136.22
135.48
134.79
133.51
132.42
130.93
134.63
133.92
134.08
130.64
132.95
134.26
133.52
132.29
132.01
130.96
130.50
130.32
126.55
2007 - 2008
2008 - 2009
Psychology
2009 - 2010
2010 - 2011
2011 - 2012
College of Education and Human Development
2012 - 2013
University
2013 - 2014
Conclusions
Currently, our students are graduating with fewer credits on average
than our college and the university. This can probably be attributed
to a relatively simple program with groups of required, core and
elective courses but plenty of flexibility for students to apply courses
to their bachelor’s degree.
Source: Other Data Sources
Grade Inflation
67%
55%
44%
33%
25%
19%
15%
11%
7%
% A'S
% B'S
3%
% C'S
Department
2%
3%
% D'S
College
University
4%
3%
% F'S
5%
0%
1%
1%
% OTHERS
Source: Other Data Sources
Grade Inflation Across Modes of Delivery for
Psychology Courses Only
90%
47%
42%
35%
29%
16%
10%
% A'S
% B'S
15%
0%
3%
% C'S
Campus
0%
3%
% D'S
Off Campus
On Line
4%
0%
% F'S
6%
0%
0%
0%
% OTHERS
Conclusions
While grade inflation in the psychology department is not as significant a problem as it is in
other parts of the university, it is still a bit high.
Plan: The department will be discussing this issue focusing on how extensive the issue is and
what might be done to address it.
General Conclusions
Generally speaking, the psychology department is serving its student
population well. The majority of students report being satisfied with most
aspects of the program. Our student perform better than the average on
the psychology field test and most who wish to go to graduate school do.
Most who wish to work, do so as well. The main focus in the upcoming
year will be to shore up the assessment process. We are still lacking direct
assessments for some of our general and some of our program-specific
objectives. In addition, we will be taking a closer look at how we can
continue to successfully direct our students to careers and graduate
programs in which they can be successful.
The End